2013年12月英语六级基础语法解析之同位语从句
2013-08-12 阅读 : 次
2013年12月英语六级基础语法解析之同位语从句
名词性从句：主语从句、宾语从句、表语从句及同位语从句；
定义：在句子中起名词作用的句子，且在句子中能担任主语、宾语、表语、同位语、介词宾语等成分；
（1）同位语从句
eg：I know the man, the president of the New Oriental School.
同位语从句：对前面名词的进一步解释；
英语中的简单句：陈述句、一般疑问句、特殊疑问句。
eg：He is a student.
Are you a student?
Who is a student?
同位语从句：关系词不再和前面的名词有关系，而是取决于后面的从句；
eg：I know the fact.
He is a student.
I know the fact that he is a student.
eg：I have a question.
Are you a student?
I have a question whether you are a student.
I have a question who is a student.
① 从句仍然接在名词之后，名词有可能为answer，belief，concept，explanation，fact，hope, message, news, promise, prove, question, thought等，后面可以接同位语从句； 形式：名词+从句；连接词取决于后面的从句是什么样的形式； 如果是陈述句，直接加that引导； 一般疑问句：先把一般疑问句变成陈述句语序，然后在其前加上weather或者if； 特殊疑问句：直接保留特殊疑问词，后面的句子变成陈述句语序；
eg： The news soon spread the whole school.
They had won the game.
The news that they had won the game soon spread the whole school.
The news that they had won the game came.
News came that they had won the game.
eg： Information has been issued.
More middle school student will be admitted to universities. Information that more middle school student will be admitted to universities has been issued. Information has been issued that more middle school student will be admitted to universities.
eg： The question was answered by the family doctor
Weather we should send for a specialist.
The question whether we should send for a specialist was answered by the family doctor.
同位语从句的形式和定语从句的形式非常相似，两者最大的区别在于同位语从句的功能在于对前面的名词进行进一步的解释，定语从句的功能在于对前面的名词进行进一步的修饰和限定；
如果关系词为weather，how, what, 一定是同位语从句； 如果名词前的关系词为when, where, why，若when前面的名词是地点，where前面的名词是时间，why 前面的名词是原因，那么一定是定语从句；若when, where, why前面不是地点、时间和原因，那么是同位语从句； 如果关系词为which，则通过中文翻译进行区分；若which能翻译成哪一个，则一定是同位语从句，若不能，则为定语从句； 如果关系词为that，则需要对句子进行成分分析来判定；如果that在句子中充当成分，则是定语从句，否则即为同位语从句；
eg：The suggestion that she should stay in the room is good.
The suggestion that she has given in the meeting is good.
例：The fact that ordinary citizens are now starting to think seriously about the nation's moral climate, says this ethics professor at the University of Chicago, is reason to hope that new ideas will come forward to improve it.
名词性从句：主语从句、宾语从句、表语从句及同位语从句；
定义：在句子中起名词作用的句子，且在句子中能担任主语、宾语、表语、同位语、介词宾语等成分；
（1）同位语从句
eg：I know the man, the president of the New Oriental School.
同位语从句：对前面名词的进一步解释；
英语中的简单句：陈述句、一般疑问句、特殊疑问句。
eg：He is a student.
Are you a student?
Who is a student?
同位语从句：关系词不再和前面的名词有关系，而是取决于后面的从句；
eg：I know the fact.
He is a student.
I know the fact that he is a student.
eg：I have a question.
Are you a student?
I have a question whether you are a student.
I have a question who is a student.
① 从句仍然接在名词之后，名词有可能为answer，belief，concept，explanation，fact，hope, message, news, promise, prove, question, thought等，后面可以接同位语从句； 形式：名词+从句；连接词取决于后面的从句是什么样的形式； 如果是陈述句，直接加that引导； 一般疑问句：先把一般疑问句变成陈述句语序，然后在其前加上weather或者if； 特殊疑问句：直接保留特殊疑问词，后面的句子变成陈述句语序；
eg： The news soon spread the whole school.
They had won the game.
The news that they had won the game soon spread the whole school.
The news that they had won the game came.
News came that they had won the game.
eg： Information has been issued.
More middle school student will be admitted to universities. Information that more middle school student will be admitted to universities has been issued. Information has been issued that more middle school student will be admitted to universities.
eg： The question was answered by the family doctor
Weather we should send for a specialist.
The question whether we should send for a specialist was answered by the family doctor.
同位语从句的形式和定语从句的形式非常相似，两者最大的区别在于同位语从句的功能在于对前面的名词进行进一步的解释，定语从句的功能在于对前面的名词进行进一步的修饰和限定；
如果关系词为weather，how, what, 一定是同位语从句； 如果名词前的关系词为when, where, why，若when前面的名词是地点，where前面的名词是时间，why 前面的名词是原因，那么一定是定语从句；若when, where, why前面不是地点、时间和原因，那么是同位语从句； 如果关系词为which，则通过中文翻译进行区分；若which能翻译成哪一个，则一定是同位语从句，若不能，则为定语从句； 如果关系词为that，则需要对句子进行成分分析来判定；如果that在句子中充当成分，则是定语从句，否则即为同位语从句；
eg：The suggestion that she should stay in the room is good.
The suggestion that she has given in the meeting is good.
例：The fact that ordinary citizens are now starting to think seriously about the nation's moral climate, says this ethics professor at the University of Chicago, is reason to hope that new ideas will come forward to improve it.
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